Using “Shocks and Rumors” to Teach Adaptive Thinking - Article Review

In the article, Using “Shocks and Rumors” to Teach Adaptive Thinking, Holtem et. al talks about how crucial adaptive thinking is in the negotiation process. The authors began speaking about what is involved in adaptive thinking. Adaptive thinking occurs when new ideas are heard, understood and integrated into a person’s regular thoughts patterns and routines and then retrieve new things that are learned. The idea is to not have individuals engage in static thinking, but instead constant assess and review plans and strategies, making adaptations and accommodations along the way. A negotiator’s initial plans and strategies, while perfectly reasonable at the time they were formulated, may need to be updated throughout the negotiation.

By providing students with dynamic negotiation simulations, educators can create a safe environment in which to develop adaptive thinking skills to complex situations. Their purpose is to take the key lessons learned from one situation, and apply them to the next. Through such exercises students learn how to assess and reassess each stake-holder’s best alternative to a negotiated agreement (BATNA), bottom line, goals, issues, interests, priorities, and constraints. Along the way students increase their situational awareness and self-awareness.

There are a multitude of reasons why adaptive thinking skills will have to be used during the negotiation process, the most obvious reason being that as new information comes available as the negotiation is in process. No one can predict all the variables and perspectives brought to the table. The environment could also change. This leads to the interests and constraints of participants to change. Holtem et al use the example of the formation of a coal...

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... Also included in the revisions should be notes on relationships and opportunities that have surfaced during the negotiation.

This article did an excellent job at presenting the issue and providing support and need for such teaching in order for positive, effective negotiations to occur. Providing students with instruction and practice in adaptive thinking skills is a key to good, effective negotiations. While some structure and suggestions were offered, the article was weak in providing examples on how to structure such adaptive thinking exercises like dynamic negotiation simulation activities in the classroom. It also would be interesting to hear more research about how such practices have influenced negotiation practices. The history and background of negotiation, adaptive thinking in negotiation, and dynamic negotiation simulations would have been helpful.